Finding possibilities in the impossible: a celebratory narrative of trans youth experiences in the Southeastern USA

Shelton, Stephanie Anne; Lester, Aryah O. S.

doi:10.1080/14681811.2017.1421920

Cited by 21 publications

(12 citation statements)

References 20 publications

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“…Yet, purely focusing on the deleterious effects of educational cisnormativity runs the risk of essentialising the educational experiences of trans youth as inexorably bound to suffering and victimhood (Bryan and Mayock 2017). This one-dimensional representation caricatures trans youth as indelibly wretched subjects who lack the capacity for self-advocacy (Miller 2016;Shelton and Lester 2018). Butler, Gambetti, and Sabsay (2016, 1) assert that vulnerability is not simply a site of victimisation, passivity and inaction, but 'one of the conditions of the very possibility of resistance.'…”

Section: Vulnerability Precarity and Resistancementioning

confidence: 99%

Trans and gender diverse youth resisting cisnormativity in school

McBride

Neary

2021

Gender and Education

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In this article, we demonstrate how the theory of vulnerability-inresistance is manifest in the school experiences of trans youth in Ireland. Despite rapidly changing cultural attitudes towards gender and sexuality diversity and increasing visibility of LGBTI+ youth, we show that trans youth in Ireland continue to be vulnerable to marginalisation, discrimination, and violence within school settings because of institutionalised cisnormativity. We explore how this vulnerability drives some trans youth to resist the conditions of their vulnerability. Strategies of resistance include naming their experience, mobilising their voice and building networks of solidarity. Enacting such resistances invariably exposes trans youth to harm but these same actions reveal their potentiality in disrupting and fragmenting educational cisnormativity.

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Section: Vulnerability Precarity and Resistancementioning

confidence: 99%

Trans and gender diverse youth resisting cisnormativity in school

McBride

Neary

2021

Gender and Education

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“…There is a tradition of stigmatization and problematisation of trans children Kennedy, 2018) with trans children defined through their association with trauma (Marx et al, 2017). Educators also need framings that centre joy, romance, laughter, strength, and resilience (Marx et al, 2017;Shelton and Lester, 2018). Trans pupils, living in cisnormative environments, may develop particular strengths, types of cultural capital (Pennell, 2016a).…”

Section: Pathologisation and Victim Narrativesmentioning

confidence: 99%

“…This singular and simplistic framing as "at risk" (Frohard-Dourlent, 2018) homogenises, pathologises and others trans youth as inherently separate from healthy cis peers (Miller, 2016c;Marx et al, 2017;Blair and Deckman, 2019). A victim framing also individualises the challenges trans pupils face (Shelton and Lester, 2018), overlooking the structural inequalities harming them .…”

Section: Pathologisation and Victim Narrativesmentioning

confidence: 99%

LGBT Inclusion in Schools

2022

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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“…There is a tradition of stigmatization and problematisation of trans children (Pyne, 2014;Kennedy, 2018) with trans children defined through their association with trauma (Marx et al, 2017). Educators also need framings that centre joy, romance, laughter, strength, and resilience (Marx et al, 2017;Shelton and Lester, 2018). Trans pupils, living in cisnormative environments, may develop particular strengths, types of cultural capital (Pennell, 2016a).…”

Section: Pathologisation and Victim Narrativesmentioning

confidence: 99%

Section: Pathologisation and Victim Narrativesmentioning

confidence: 99%

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Horton

2020

Front. Sociol.

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As more trans children find the confidence to make themselves known in our primary and secondary schools, school teachers and administrators look for guidance on how to best support trans pupils. This article synthesises findings from global literature on trans children in primary and secondary education (K1-12 in the US), extracting key themes and conclusions. It then examines the most recent UK school guidance documents on trans inclusion, assessing which lessons and recommendations from global literature are represented. The article highlights existing good practices in visibility and representation and in protection from violence and harassment. Several areas where additional effort is needed are identified, including action on environmental stress and cisnormativity, addressing barriers to school trans-inclusivity and institutional accountability. A number of important shifts are called for: from adaptation on request to pre-emptive change; from accommodation to a rights-based approach; from pathologisation to trans-positivity. Finally, the article raises expectations on what it means to be an ally for trans children in education.

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Finding possibilities in the impossible: a celebratory narrative of trans youth experiences in the Southeastern USA

Cited by 21 publications

References 20 publications

Trans and gender diverse youth resisting cisnormativity in school

Trans and gender diverse youth resisting cisnormativity in school

LGBT Inclusion in Schools

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

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